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About lotte

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  • Birthday 24/07/76

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  • Interests
    Travelling to new and exciting places, eating out and trying different dishes! reading and relaxing, listening to music and going to concerts. I also am a keen runner and would one day like to run the marathon!!

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  • Your interest in Foundation Stage education

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  1. Just wondering if anyone thought about what they may be doing for children in need. Ive invited parents to stay and play and have some of the following ideas, but if anyone has anything else they'd like to share, reallly love to here!! - making bear biscuits and decorating with yellow icing and smarties - bring your fave bear to school ' teddy bears picnic! - make a moving bear with split pins - any other ideas??????????????
  2. Hi there, I am having an Early Years foundation stage forum to introduce my parents to Nursery. I will be discussing how and what their child learns at Nursery and giving them examples of learning- introducing them to the developmental stages of the EYFS and the areas of learning. I will talk about the value and importance of outdoor play and providing examples of how they can support and extend their child's learning at home I thought I would begin with a questionnaire to find out what the parents know. I thought that I would write simple statements and allow them tick whether they agree/ disagree /unsure to get an understanding of what is known already. A few examples I have so far are; ' Nursery school gets my child ready for big school!' ( this is one of my bones of contention, I really want parents to understand that learning begins from birth not when my child starts 'big school' ' It is important that my child learns outdoors' 'etc etc. Can anyone help me by suggesting any other preconceptions etc etc that I need to unpick with parents or any statements I can add to the questionnaire, or has anyone done anything similiar before?? Will happily attach when it is complete for others to share if of any use thanks
  3. Thanks for quick response!! Thats why I think this forum is so good! Yeah I will be renewing for myself individually! Will have a look at some nice calming music could try for tidy up time! thanks again
  4. just need some support, ideas, suggestion and / or words of wisdom, currently have two children in nursery with concerning behavioural difficulties, doing the usual, praising good beh, time out, PSED stories using puppets and bears etc, but at mo, one member of staff has to shadow one child to ensure that he doesnt hurt others or himself. very poor concentration span and he really doesnt understand right/wrong, 2 mins after time out etc he repeats behaviour. Am going to begin a log to observe frequency of behaviour etc etc, but does anyone have any ideas also we use tambourine to signal end of session and to inform kids that it is tidy up time, but not totally effective, ch struggling to stop, any other ideas???? thanks
  5. Just to see if there are any fellow kirklees employees out there, am really disappointed that I had an email confirming that kirklees are not renewing membership to this forum, for many professionals and early years practitioners, particulary those in single entry classes who are only reception teacher etc in school, this website offers a life line and a wealth of support. I will email them to express my disappointment but would welcome some support from others who may feel the same
  6. In terms of my outdoor environment, I initially look at the development matters statements and decide how these can be taught in the outdoors, for e.g. I may concentrate on 30-50 months so I go through the curriculum and identify how my environment outdoors enables children to learn. Physical development is the easiest, for example, under 30-50 months, it states, 'ch moving in different ways, pushing and pulling objects, balancing,' etc so I ensure the environment has resources that enable ch to push and pull e.g. wheelbarrows, bikes, prams etc, balancing I may put out planks, stilts etc. Again KUW is easy as it is about allowing ch to find out about living objects, to describe and talk about what they see, so in my investigation area ( which changes with seasons) I have magnifying glasses, plastic spoons and plastic cups for collecting minibeasts, worms etc, non fiction books, clipboards etc. ICT I want to get some large remote control toys and a camera kids can use themselves. Just spent alot of time improving my water area and it includes 3 different lengths of guttering ( this links to PSRN, ' compare two or three items by length'), different sized buckets, tubing of different lengths, large wall paper brushes, ( had hoops and bubbles in summer, ice in winter!) etc etc. DT ensure there are large crates, blocks, large pieces of material etc that allow ch to,' build and construct for a purpose,' I would ensure that your basic continuous provision outside enables children to learn all six areas of learning, another good one is Creating music and dance, I have a CD player, sticks with ribbon on the end ( boys loved them far more that scarves), laminated cards with nursery rhymes on, junk instruments etc etc. This then allows ch to, I quote, ' sing familiar songs, join in with dancing, make songs up etc etc) I hope this makes sense, I guess what I am trying to say is look at the statements within development matters and then consider how your environment outdoors supports this. I am planning to refresh my long term plans for outdoor so will post a few when I have done!!
  7. Hi, I do a lovely parents forum in autumn term to introduce parents to importance and aspects within phase one and really stress the importance of phase one. Last year I had a fabulous response from parents who were genuinely pleased I had shared this with them as they didnt know all of the work that goes before phase two and letter sounds!! I then enhanced my areas of learning with games/activities/resources from the aspects dependant upon where ch were working it, so for example in the summer term, we concentrated on rhyme and alliteration and I had stole a large mixing bowl from our school kitchen ( i did ask) and collected objects that rhymed for the game 'silly soup!' The kids absolutely loved it, got lots of observations of ch doing it very independently. In addition to this I put a basket of mirrors out and some objects to practice voice sounds, alliteration baskets etc etc. Alot of the games we did during key worker/adult directed time and then put the resources into the setting. By the way, we also attached a large mirror to our railings outside to encourage the boys to create some loud voice sounds!!! Phase one comes with a CD rom and has some really good examples for using the games. I would suggest having a watch, and think about activities you could do with your kids in September! Lots of body percussion sounds outside, listening walks ( going to make those fab large ears on headbands) and singing songs!! I also invited my staff to training session so they were familiar with teaching phase one activities, they said watching the dvd really helped to get an idea of how to teach the different games, but silly soup was my favourite, even the younger children who were perhaps working at an earlier phase enjoying mixing a frog and a log. a leg ( broken from an old doll!!!!) and a peg!! Hope this helps!!!
  8. Nursery Timetable

    My advice to you would be dont tie yourself up every day on an adult led focused activity, an adult led activity doesnt either need you there all the time, I prefer to have an area of focus for the day/week etc that is responsive to their needs and their interests. I do not believe that one adult should be sat at a focused activity with a conveyor belt of children all doing it with a tick list. Ask yourself why does every child need to do it? Which children need to do it? There is myself and two others in my nursery and we take turns to be indoors and outdoors, there may even be two outdoors. One member of staff may need to do a focused activity with their key worker group or a group of children we have identified. In addition to this we enhance areas of learning for a week/fornight/ three weeks etc depending on their level of interest, involvement etc etc. For example we had a roleplay supermarket and we identified children who by the end of last term needed support matching number to quantity so we targeted them in the roleplay area, by end of session, we had re-awakened this area and had lots of interest. One of those we needed to target didnt want to play this day in role play area, he was too busy in the sand, so next day we took learning to him. Children are so easy to trick!!!! Often I go and play in an area which isnt being visited and suddenly find myself surrounded with almost half the class. Is this a focused activity? Most of my good teaching is unplanned and responsive, reactive on that day. It has taken me a long time to plan like this, I have tried tick lists, focused activities that all ch do etc and found myself in a tiz and stressed. I have sat there, with my tick sheet, and made sure that every child did a shape picture, but actually I dont think this was good practice for me or them. I should have identified who needed to learn 2D flat shapes, who needed support using scissors, which children were not visiting DT area etc etc. If it was most of the class then I should be looking at my enhancement planning and be making sure children can learn about 2D flat shapes everywhere. I may target a group who do not recognise 2D flat shapes by really enjoy making pictures, that would be a focused activity??? I also have a key worker group at end of session, where we reflect on learning and I target their next steps, so I may deliberately share one of the shape pictures that a child has made to recap language of flat shapes, spark interest in this area etc etc. Ask yourself what do these children need, do they all need to do this, what are their next steps? how can you take learning to them? If your classroom is well organised and enhanced, you have good adults interacting, observing etc, ch will make progress, but please,please please do not tie yourself to a focused activity every day, I do believe that your children will make more progress if you are free to observe their play and interact in all areas. All staff should be writing observations, interacting with play. I think children value play when they can see all adults playing Hope this helps, there really is no clear cut answer. Hope I've been a help and not a hindrance. Hold in your heart what is best for kids.
  9. Hi there, just posting this to see if anyone out there can help, it is aspirations week next week for all of school, i teach nursery and would like to celebrate this doing something bit different, main school are looking at what our aspirations are both spiritually and morally and personally and would like to do something like this in nursery; dont want to stick to usual people who help us kind of topic but will obviously look at jobs people do at home, school and then in community; maybe start by finding out about jobs parents/uncles/aunties/grandparents do etc etc. in terms of spiritual/moral aspirations e.g. kind, fair, polite, hard working e.g. was going to do some seal based circle times, but if anyone has some nice games/ activities we can do please share them with me; Also, we have a stage so we could do ' X factor/stars in their eyes' kind of show at end of week where ch can act out who or what they'd like to be when they grow up??? thank you
  10. just spent last few hours doing area of prov plans, so exciting, will attach some later when looking completed, taking objectives from key skills progression and putting them into area of provision planning ..hope that makes sense, scarily, i cant believe some of the objectives, my children in nursery are doing some of these already!!
  11. Hi there, really getting really excited about our new year 1 / 2 unit, to be run with FS ethos. We have ordered new furniture and having walls taken down. Cant wait for sept!! However, currently putting together some long term plans for areas of prov, based on those that I use in foundation stage. Putting, key objectives on ( ElG's- Y2 objectives), resources to enable learning, role of adult e.g. ( key questions, vocab etc) and links to other areas of curriculum. Just wondering if anyone a little further down the line than us and is willing to share their continuous prov planning. Will post blank format here just for feedback and happy to share when we have completed them. kind regards blank_con_provision_sheet.doc
  12. thanks very much for your responses, some brill ideas!!
  13. 3 Hours Nursery Provision

    really comforting to hear like minded passionate, proud EYFS practitioners who are being so over worked that there is a real danger of these people not being in early years anymore, feel very strongly that the three hours is the right thing to do but it SHOULD NOT be at the expense of already overworked staff. I too have a very hard working team, who do not leave until five, often after other teachers in KS's have left, and yet when we question the hours, our commitment to the profession is questioned, just wish the money had been put in to allow us to do our job properly. i too am working 10- sometimes 12 hour days, exhausted when i get in, still having to think about updating learning journeys, setting up and indoor and outdoor environment with enhanced provision, support new members of staff etc etc etc....all of it you all know.....We currently do 830-1130 and 1230-3.30, my lunch tends to be fifteen minutes, after i have had professional discussions with staff, spoke to parents, set up, done displays etc etc. I think I need to show my family this particular post as they think it is just me who is over conscientious and cannot believe the hours i work!!!!!!!!!!!!! Just so tired and feeling guilty that I have actually had a week off........! Is it right for a group of people to feel like this??? Out of interest, I actually considered two years ago to work in Germany for service children's education, they do nursery b9-12 and then the afternoons are for key worker files/planning /non contact time etc. To me this is the way that our day should be organised, we'd be better teachers as we'd have time to do all seven million aspects of our job............. rant over..........for now!!!!!!!!!!!!
  14. Hi there,just wondered if anyone out there willing to share simple science experiments that have been tried and tested ( or well just have a go and see what happens!!) for us to observe ch's understanding of cause and effect etc etc. Have researched and so far got making bubbles, making sherbet, adding oil to puddles, gloop, making slime etc, I have large whisks in water area etc but just wanted something a bit more exciting and fancied doing some fun summer science!!!!!!!!! any ideas welcome or send me to previous forums .... cheers